
Measurement: Estimating and Measuring

Measurement: Length

Measurement: Mass

Measurement: Volume and Capacity

Measurement: Area
Measurement: Estimating and Measuring
Outcomes
A student:

 MALS1WM
responds to and uses mathematical language to demonstrate understanding

 MALS25MG
estimates and measures in everyday contexts
Related Stage 4/5 outcome: MA412MG

Content
 Students:
 recognise attributes that can be measured, eg length, temperature, mass, volume, capacity, area
 recognise the language associated with attributes of length, temperature, mass, volume, capacity and area:
 length, short, tall, higher than, lower than
 temperature, eg hot, cold, warm, lukewarm, freezing, boiling, hotter, colder
 mass of objects, eg light, heavy, harder to push/pull, heavier, lightest
 volume and capacity, eg full, empty, halffull, has more/less, will hold more/less
 area, eg bigger/smaller than, surface
 make comparisons based on attributes that can be estimated and measured, eg 'I am taller than my brother', 'John is the tallest in the class':
 length, eg longer than, shorter than
 height, eg taller than, shortest
 temperature, eg hotter than, colder than
 mass, eg heavier, lighter
 capacity, eg fullest, emptier
 area, eg bigger, smaller, smallest
 recognise the appropriate device for measuring attributes of length, temperature, mass, volume and capacity:
 length (or distance), eg ruler, measuring tape, trundle wheel, odometer
 temperature, eg thermometer
 mass, eg scales, weigh station
 capacity, eg measuring cup, measuring spoon
 investigate how the odometer of a car can measure distance (Understanding)
 recognise that some countries use different units of measurement
Measurement: Length
Outcomes
A student:

 MALS1WM
responds to and uses mathematical language to demonstrate understanding

 MALS3WM
uses reasoning to recognise mathematical relationships

 MALS26MG
recognises and uses units to estimate and measure length
Related Stage 4/5 outcome: MA412MG

Content
 Students:
 recognise features of an object associated with length that can be estimated and measured, eg length, breadth, height
 use informal units to estimate and measure length, eg measure the length of a table in equal hand spans, without gaps or overlaps
 compare and order two or more lengths or distances using informal units (Communicating, Problem Solving, Understanding)
 recognise the appropriate unit, and its abbreviation, for measuring length, eg centimetre (cm), metre (m), kilometre (km)
 select and use the appropriate unit and device for measuring length, eg measure the heights of students in the class using a metre ruler and record the results in a table
 recognise the relationship between commonly used units for measuring length, eg 1 m = 100 cm
 estimate the lengths of everyday objects and check using a measuring device, eg estimate the length of a room and check using a measuring tape
 identify the concept of length in a problem (Understanding)
 select and use appropriate strategies, and make calculations, to solve a problem (Communicating, Problem Solving, Fluency)
 convert measurements of length in larger units to measurements in smaller units, eg 3 m = 300 cm
Measurement: Mass
Outcomes
A student:

 MALS1WM
responds to and uses mathematical language to demonstrate understanding

 MALS2WM
applies mathematical strategies to solve problems

 MALS27MG
selects and uses units to estimate and measure mass

Content
 Students:
 recognise features of an object associated with mass that can be estimated and measured, eg weight
 use informal units to estimate and compare masses, eg 'This book is heavier than the other one'
 compare and order the masses of two or more objects by lifting them and then check using an equalarm balance (Communicating, Problem Solving, Understanding)
 recognise the appropriate unit, and its abbreviation, for measuring mass, eg gram (g), kilogram (kg)
 select and use the appropriate unit and device for measuring mass, eg weigh a piece of steak using kitchen scales and record the weight for a recipe
 recognise the relationship between commonly used units for measuring mass, eg 1 kg = 1000 g
 estimate the mass of everyday objects and check using a measuring device, eg estimate the weight of a soccer ball and check using scales
 identify the concept of mass in a problem (Understanding)
 select and use appropriate strategies, and make calculations, to solve a problem (Communicating, Problem Solving, Fluency)
 convert measurements of mass in larger units to measurements in smaller units, eg 3 kg = 3000 g
Measurement: Volume and Capacity
Outcomes
A student:

 MALS1WM
responds to and uses mathematical language to demonstrate understanding

 MALS3WM
uses reasoning to recognise mathematical relationships

 MALS28MG
selects and uses units to estimate and measure volume and capacity
Related Stage 4/5 outcomes: MA414MG, MA5.212MG

Content
 Students:
 use informal units to estimate and measure capacity, eg count the number of times a glass can be filled and emptied into a jug
 use informal units to estimate and measure volume, eg count the number of samesized marbles required to fill a box, ensuring there are no large spaces
 compare and order the volumes of two or more models by counting the number of blocks used in each model (Communicating, Problem Solving, Understanding)
 recognise the appropriate unit, and its abbreviation, for measuring capacity, eg millilitre (mL), litre (L)
 select and use the appropriate unit and device for measuring volume and capacity, eg a medicine glass for medicine, measuring cups for recipes
 recognise the relationship between commonly used units for measuring volume and capacity, eg 1 L = 1000 mL
 estimate the capacities of everyday objects and check using a measuring device, eg estimate the capacity of a bucket and check using a measuring jug
 identify the concept of volume/capacity in a problem (Understanding)
 select and use appropriate strategies, and make calculations, to solve a problem (Communicating, Problem Solving, Fluency)
 convert measurements of volume/capacity in larger units to measurements in smaller units, eg 3 L = 3000 mL
Measurement: Area
Outcomes
A student:

 MALS1WM
responds to and uses mathematical language to demonstrate understanding

 MALS3WM
uses reasoning to recognise mathematical relationships

 MALS29MG
applies formal units to estimate and calculate area
Related Stage 4/5 outcomes: MA413MG, MA5.18MG, MA5.211MG

Content
 Students:
 use informal units to estimate and calculate area, eg count the number of equalsized pieces of paper required to cover a table, without gaps or overlaps
 compare the areas of two similar shapes by cutting out the shapes and placing one over the other (Communicating, Problem Solving, Understanding)
 recognise the appropriate unit, and its abbreviation, for measuring area, eg square centimetre (cm^{2}), square metre (m^{2})
 select and use the appropriate unit and device for measuring area, eg measure area using a grid overlay
 estimate the areas of everyday objects and check using a measuring device, eg estimate the area of the classroom and check with a tape measure and calculations
 identify the concept of area in a problem (Understanding)
 select and use appropriate strategies, and make calculations, to solve a problem (Communicating, Problem Solving, Fluency)